Troubling the Teaching and Learning of Gender and Sexuality Diversity in South African Education

Nonfiction, Reference & Language, Education & Teaching, Educational Theory, Philosophy & Social Aspects
Cover of the book Troubling the Teaching and Learning of Gender and Sexuality Diversity in South African Education by Dennis A. Francis, Palgrave Macmillan US
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Author: Dennis A. Francis ISBN: 9781137530271
Publisher: Palgrave Macmillan US Publication: November 18, 2016
Imprint: Palgrave Macmillan Language: English
Author: Dennis A. Francis
ISBN: 9781137530271
Publisher: Palgrave Macmillan US
Publication: November 18, 2016
Imprint: Palgrave Macmillan
Language: English

In this book, Francis highlights the tension between inclusion and sexual orientation, using this tension as an entry to explore how LGB youth experience schooling.  Drawing on research with teachers and LGB youth, this book troubles the teaching and learning of sexuality diversity and, by doing so, provides a critical exploration and analysis of how curriculum, pedagogy, and policy reproduces compulsory heterosexuality in schools.  The book makes visible the challenges of teaching sexuality diversity in South African schools while highlighting its potential for rethinking conceptions of the social and cultural representations thereof. Francis links questions of policy and practice to wider issues of society, sexuality, social justice and highlights its implications for teaching and learning. The author encourages policy makers, teachers, and scholars of sexualities and education to develop further questions and informed action to challenge heteronormativity and heterosexism.        

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In this book, Francis highlights the tension between inclusion and sexual orientation, using this tension as an entry to explore how LGB youth experience schooling.  Drawing on research with teachers and LGB youth, this book troubles the teaching and learning of sexuality diversity and, by doing so, provides a critical exploration and analysis of how curriculum, pedagogy, and policy reproduces compulsory heterosexuality in schools.  The book makes visible the challenges of teaching sexuality diversity in South African schools while highlighting its potential for rethinking conceptions of the social and cultural representations thereof. Francis links questions of policy and practice to wider issues of society, sexuality, social justice and highlights its implications for teaching and learning. The author encourages policy makers, teachers, and scholars of sexualities and education to develop further questions and informed action to challenge heteronormativity and heterosexism.        

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